OBJECTIVES: By the end of the lesson, pupils will be SUZY: Er, is it a snake?

able to name wild animals. SIMON : Hah! No, it isn’t. This animal is big, long, green and …
SUZY: I know! I know! It’s a crocodile.
● TARGET LANGUAGE SIMON : Yup!

Key language: crocodile, elephant, hippo, giraffe, snake, tiger, SUZY: Now it’s my turn. What this? It’s small and white with red

monkey, animal hair and a big mouth.

SIMON : Er, I don’t know. What animal’s that, Suzy?
Additional language: funny, It’s my turn.
SUZY: It’s a Simon! Ha! Ha! Ha!
Revision: verb to be, colours, adjectives, head, nose, mouth,
SIMON : Very funny, Suzy. Thank you.
hair, I don’t know, monkey, snake
PB48. ACTIVITY 2. Listen and repeat.
● MATERIALS REQUIRED ● Play the CD. Pupils point to the words and repeat.
Pet and wild animal flashcards (47–52, 59–65)
Extra activity 1: CD of lively music CD 3, 03
Optional: Kid’s Box Teacher’s Resource Book 1 Unit 7 Giraffe, elephant, snake, hippo, crocodile, monkey, tiger
Reinforcement worksheet 1 (page 43)
AB48. ACTIVITY 1. Listen and join the dots.
● Say Open your Activity Books at page 48, please. Check pupils
recognise the silhouettes by saying, e.g. Point to the hippo.
Warmer ● Hold up your book. Say Cat … hippo. Mime drawing a line
● Flash each pet flashcard quickly in front of the class. Pupils from the cat to the hippo. Play the CD. Pupils draw a line
put their hands up to say, e.g. It’s a cat. Stick the flashcards on from one animal to another. They check in pairs. Play the CD
the board. Elicit what they are (pets) and introduce Animal. again. Elicit what the picture is (a crocodile’s head).

Presentation CD 3, 04
● Show each wild animal flashcard and elicit or say the word. Cat – hippo – dog – fish – tiger – horse – mouse – elephant –
Pupils repeat in chorus and then in groups. Place the bird – giraffe – crocodile – snake – monkey – fish
flashcards in a group on the board. Point to each one. Pupils
chorus the name. Point to all the flashcards and say They’re Practice
wild animals. Point and elicit, e.g. Elephant. Say An elephant’s a ● Draw four large circles. Say School things, animals, toys,
wild animal. numbers. Elicit an example for each one, e.g. Eraser, horse,
Note: Articles a/an are for receptive purposes only. train, one. In the numbers circle, draw, e.g. a ball. Say Is this
PB48. ACTIVITY 1. Listen and point. OK? Pupils respond No. Say Where’s the ball? Pupils say Toys.
Repeat with other incorrect examples.
● Say Open your Pupil’s Books at page 48, please. Say Where’s
the star? Pupils check together. Check with the class (at the AB48. ACTIVITY 2. Read and draw lines.
bottom of the tree). Pupils say Here it is. ● Hold up your book. Point to the line in grid 1 (doll, bike, ball).
● Say Listen and point to the animals. Play the CD. Pupils listen Elicit the word family (toys). Mime drawing lines in different
and point. Play the CD again. Pause after the description, but directions (up/down/diagonally).
before the animal is named. Pupils chorus the animal. Check ● Pupils work individually. They look for three words from a
pupils understand the joke, saying What’s the animal? It’s small family in a line in grids 2, 3 and 4 and draw lines. They check
and white with red hair and a big mouth … It’s a Simon! in pairs by saying their words.
● Hold up your book. Point to, e.g. a tiger and say A crocodile. ● Check with the class. Pupils say the line aloud. Elicit the word
Pupils say the correct word: A tiger. family each time.
Key: 2 ten, seven, five 3 pencil, eraser, book 4 snake, monkey,
CD 3, 02
giraffe
SIMON : Let’s play an animal game, Suzy!
SUZY: OK, Simon.
SIMON : What’s this animal? It’s a big cat. It’s orange and black.
Extra activities: see page 115 (if time)
SUZY: That’s easy. It’s a tiger.
SIMON : Yes. Very good. What now? This animal is big and grey.
Optional activity
SUZY: It’s a hippo.
● Unit 7 Reinforcement worksheet 1 from Teacher’s Resource
SIMON : No, it’s big and grey with a long nose. Book 1 (pages 42 and 43).
SUZY: It’s an elephant.
SIMON : OK. OK. What’s brown and yellow with a small head? Ending the lesson
SUZY: Is it a monkey? ● Pretend that there’s an animal in your desk or your bag. Open
SIMON : No, it isn’t. it, peep in and close it quickly. Say Oh, dear! It’s an animal!
SUZY: I know! It’s a giraffe. Look again and say, e.g. It’s green. Continue looking and giving
SIMON : Yes, very good. OK. What’s this? It’s long and green information until pupils guess, e.g. Is it a snake? Repeat.
and …

T48
OBJECTIVES: By the end of the lesson, pupils will have They’re big and clean.
had more practice talking about wild animals. They’re orange and black,
They’re red and blue.
● TARGET LANGUAGE They’re yellow and brown,
Key language: crocodile, elephant, giraffe, hippo, monkey, snake, With small heads too.
tiger
Answer.
Revision: numbers 1–10, adjectives
They’re small and brown with big ears. What are they?
They’re long and green with big mouths and a lot of teeth.
● MATERIALS REQUIRED What are they?
Wild animal flashcards (59–65) They’re big and grey with very big mouths and small ears. What
Write each animal word in large writing on with a line are they?
horizontally through the middle of the word. Cut each word They’re big and grey with long noses and big ears. What are
along the line. Stick the half words at random on a large piece they?
of paper. They’re orange and black with small ears and big teeth. What
Optional: Kid’s Box Interactive DVD 1: The living room ‘Let’s go to are they?
the zoo!’ episode They’re red and blue with small heads and no ears. What are
they?
They’re yellow and brown with small heads. What are they?
Warmer AB49. ACTIVITY 3. Read and answer. Write ‘yes’ or ‘no’.
● Use the mime game from the previous lesson (Extra activity ● Revise the adjectives long, short, big, small, clean, dirty using
1) to review animals. A pupil comes to the front and mimes an items in the classroom. Say Open your Activity Books at page
animal. The class guesses. Repeat with other animals. 49, please. Point to the picture and ask Which wild animals can
PB49. ACTIVITY 3. Say the chant. Do the actions. you see? Elicit the names. Read the example question, hold up
● Say Open your Pupil’s Books at page 49, please. Elicit the animals. your book and point to the picture. Elicit the answer (no) and
Play the CD. Pupils listen and point to the animals. Play the point to the example answer written on the first line.
● Pupils answer the rest of the questions individually. Check
CD again. Pupils say the chant. Say the chant with the class.
Pupils repeat it line by line, faster, softly, etc. answers in open pairs.
● Review or practise TPR actions for each animal, e.g. tiger (hand Key: 2 yes, 3 yes, 4 no
clawing, scratching the air), elephant (arm in front of the face AB49. ACTIVITY 4. Colour the animals.. 
for a trunk), hippo (looking fat, rounded arms at sides, with
● Focus the pupils on the first row of pictures in Activity 4.
big open mouth), snake (whole arm ‘wriggling’ away from the
Elicit the names of the animals. Elicit typical colours for each
body), giraffe (outstretched arm above head, thumb tucked
of the animals. Say Choose different colours. Colour the animals.
under flat hand for head), crocodile (two outstretched arms in
Pupils colour the animals in the first row, hiding their book
front of face making a snapping movement).
from their partner. They can use one or two colours for
● Make six groups. Each group is an animal. Pupils stand up and
each animal.
say the chant. Each group mimes their animal when they hear it.
● Demonstrate the ask and answer activity. Hide your Activity
CD 3, 05 Book from pupils and describe the first animal, e.g. My
giraffes are red and yellow. Gesture that pupils should colour
Tiger, elephant, hippo, snake,
the first picture in the second row.
Giraffe and crocodile. ● Pupils work in pairs. Still hiding his/her book from Pupil B,
Tiger, elephant, hippo, snake,
Pupil A makes sentences about the colour(s) of each animal,
Giraffe and crocodile.
e.g. My giraffes are yellow and brown. Pupil B colours in the
PB49. ACTIVITY 4. Listen and point. Answer. animals in the second row. Set a time limit of two minutes
● Say Listen and point to the animals in the book. Play the CD. for this stage. Monitor and check pupils are using the plural
Pupils listen and point. Say now listen and answer. Play the are. Then pupils swap roles. They compare their books when
next track, pausing after each description. Pupils whisper the they have finished colouring.
animal to their partner. Check with the class. Play the CD
again. Pupils repeat. After each question, pupils chorus the Extra activities: see page T115 (if time)
answer.
Key: monkeys, crocodiles, hippos, elephants, tigers, snakes, Optional activity
giraffes ● ‘Let’s go to the zoo!’ episode from Kid’s Box Interactive DVD
1 (The living room section). See pages 16–19 of the Teacher’s
CD 3, 06 Booklet for the Interactive DVD.
What are the animals?
Listen and look. Ending the lesson
Point to the animals ● Mime each wild animal. Pupils say the word. Pupils come to
In this book. the front and mime for the class to guess.
They’re small and brown,
They’re long and green.
They’re grey and dirty,

T49
OBJECTIVES: By the end of the lesson, pupils will Practice
have described animals and their body parts. ● Practise How many … ?, saying e.g. Have I got four pencils?
Pupils reply No. Say How many have I got? Pupils reply Three.
● TARGET LANGUAGE Repeat with other vocabulary, e.g. hands, teeth.
Key language: They’ve got … / They haven’t got arms / feet /
PB50. ACTIVITY 6. Listen and repeat.
hands / legs / tails. Have they got ... ? How many ... ?
Additional language: a lot, zebra
● Say Listen and repeat. Play the CD. Pupils listen and repeat the
sentences.
Revision: teeth, ears, nose
● Pupils listen again and say the animal being described each
time.
● MATERIALS REQUIRED
Face, pet and wild animal flashcards (53–58, 47–52, 59–65) Key: monkeys, giraffes, crocodiles, snakes
Wool (for a tail)
CD 3, 08
Extra activity 1: 12 school objects, e.g. two erasers, seven
They’ve got long arms and big hands. They’ve got short legs.
pencils (two red, two green, three yellow), three books
They’ve got long legs. They haven’t got feet.
A cloth
Optional: Kid’s Box Teacher’s Resource Book 1 Unit 7 AB50. ACTIVITY 5. Listen and write the number.
Reinforcement worksheet 2 (page 44) ● Say Open your Activity Books at page 50, please. Say Listen and
write the number. Play the first one and check. Play the rest of
the CD. Pupils write the numbers. They check in pairs.
Warmer Key: 2 tigers, 3 crocodiles, 4 hippos, 5 snakes, 6 giraffes
● Review the face vocabulary by playing the Please game. Say,
e.g. Point to your nose, please. Pupils point. Say Point to your CD 3, 09
teeth. Pupils don’t point. Repeat. 1. They’re big and grey. They’ve got short tails and big ears.
2. They’re big cats. They’ve got a lot of big teeth. They’re orange
Presentation and black.
3. They’re green or brown. They’ve got four short legs and a
● Teach or review the new vocabulary: body, arm, leg, foot/feet,
long body. They’ve got a big mouth and a lot of big teeth.
tail. Put wool behind you for tail.
4. They’re big and grey. They’ve got big mouths and short tails.
● Display the wild animal flashcards. Elicit the animal body
They haven’t got hair.
parts. Say Come and point to a tail. A pupil comes and points.
5. They’re long and they’re a lot of colours. They haven’t got
Repeat.
arms or legs.
PB50. ACTIVITY 5. Listen and point. 6. They’ve got four legs. They’re yellow and brown. They haven’t
● Say Open your Pupil’s Books at page 50, please. Say Listen and got big teeth.
point to the animals. Play the CD. Pupils listen and point. Play AB50. ACTIVITY 6. Read and cross (✗) or tick (✓). 
the CD again. Check with the class.

CD 3, 07 ● Display the snake flashcard. Say They haven’t got hands (mime a
Toys in the toy box, cross). They’ve got tails (mime a tick).
● Pupils cross or tick for the other animals. Check, e.g. Tell me
Come alive.
Walk and talk, about monkeys. Pupils answer They’ve got (two) hands.
On the count of five. Key: ✗ = birds: hands, arms; elephants: hands, arms; crocodiles:
One, two, three, four, five. hands, arms; fish: hands, arms, legs, feet; tigers: hands, arms;
MASKMAN : What have you got there, Trevor? dogs: hands, arms
TREVOR: I’ve got a book on animals. Look at these monkeys. ✓ = monkeys: hands, arms, legs, feet, tails; birds: legs, feet,
They’re funny. tails; elephants: legs, feet, tails; crocodiles: legs, feet, tails; fish:
MASKMAN : Yes, they’ve got long arms and big hands. Ooohh. tails; tigers: legs, feet, tails; zebras: legs, feet, tails
What are they?
TREVOR: They’re crocodiles. They’re long and green and they’ve Extra activities: see page T115 (if time)
got big mouths and long tails.
MONTY: How many teeth have they got?
Optional activity
TREVOR: They’ve got a lot of teeth.
MASKMAN : Have they got long legs?
● Unit 7 Reinforcement worksheet 2 Teacher’s Resource Book 1
TREVOR: No, they haven’t. They’ve got short legs and feet. Look
(pages 42 and 44).
at the snakes. They’ve got no legs and no feet.
MASKMAN : Look at the elephants. They’re big and grey. They’ve Ending the lesson
got very big ears, long noses and short tails. ● Make six groups. Each group is an animal. Teach the chant.
MONTY: Hmmm. Elephants. They’re my favourite animals. Each group mimes their animal when they hear it.
● Say They’re black and white. They’ve got four legs. They’ve got
Tigers, elephants, hippos, snakes,
a small tail. What are they? Pupils point to the zebras on the Giraffes and crocodiles.
page. Say Yes! They’re zebras. Pupils repeat They’re zebras. Tigers, elephants, hippos, snakes,
Giraffes and crocodiles.

T50
OBJECTIVES: By the end of the lesson, pupils will Let’s all do the snake shake,
have had more practice in describing animals and their Move your head and tail.
body parts. Let’s all do the crocodile smile,
Let’s all do the crocodile smile,
● TARGET LANGUAGE Let’s all do the crocodile smile,
Key language: body, hand, arm, leg, tail, foot/feet, They’ve got Show your big white teeth.
… , They haven’t got … , Have they got … ? How many … ?
Let’s all do the giraffe laugh,
Additional language: a lot, shake, smile, laugh
Let’s all do the giraffe laugh,
Revision: are, prepositions on, under, next to, adjectives
Let’s all do the giraffe laugh,
And open your big clean mouth.
● MATERIALS REQUIRED
Wild animal flashcards (59–65) CD 3, 11
Optional: audio or video recorder Now sing the song again. (Karaoke version)
Photocopiable 7 (see page 103), copied onto thin card, one
set for each group of three, each photocopy pre-cut into PB51. ACTIVITY 8. Act it out and say.
three strips, scissors, one completed set for demonstration, ● Act being one of the animals from the unit, e.g. a crocodile
envelopes (its movements and sounds). Say What am I? Pupils guess:
Optional: Kid’s Box Teacher’s Resource Book 1 Unit 7 Song You’re a …
worksheet (page 47) ● Nominate volunteers to come to the front of the class and
Kid’s Box Interactive DVD 1: The playroom ‘Please, Mr Crocodile’ act being another animal. Encourage them to ask What am I?
game (and coloured ribbons if your pupils wear school afterwards and check that the other pupils are guessing using
uniform) complete sentences, e.g. You’re an elephant. Pupils repeat the
activity in pairs (Pupil A acts and Pupil B guesses, and then
they swap roles).

Warmer Photocopiable 7: see pages T96 and T103

● Play a definitions/guessing game with the class. Describe an
animal. Pupils put up their hands to guess. Say, e.g. They’ve AB51. ACTIVITY 7. Look and read. Write ‘yes’ or ‘no’. 
got short legs and very big mouths. They are green (crocodiles). Reading and Writing Part 2
Continue with descriptions for other animals. Confident ● Review prepositions by placing animal flashcards in different
pupils can offer definitions. places around the classroom (e.g. under the chair, on the
table, next to the bag). Ask Where’s the …? Pupils respond
Song Under the chair, etc.
PB51. ACTIVITY 7. Sing the song. ● Say Open your Activity Books at page 51, please. Say Look at

● Review the body parts for the song (hands, feet, etc.). the picture. It’s a toy shop (use L1 to explain what this is if
Say Open your Pupil’s Books at page 51, please. necessary). Look at the animals. Can you see the elephants? Read
● Play the CD. Pupils listen and do the actions, e.g. move their the example sentence and elicit that it is false (pupils say No).
hands and feet. Play the CD again, line by line. Teach the song Show them the example answer on the first line.
● Pupils complete the activity individually or in pairs. Monitor
to the pupils. When pupils know the song, they repeat the
whole song with the actions. Make six groups. Each group and give help as necessary. Check answers as a class.
sings a verse. All pupils do the actions together. Key: 1 yes, 2 yes, 3 no, 4 no, 5 yes
● Record or video pupils and play the recording to the class.
Extra activity: see page T115 (if time)
CD 3, 10
Animals, animals, big and small, Optional activity
Animals, animals, short and tall. ● Pupils complete the Unit 7 song worksheet from Teacher’s
Animals, animals, dirty and clean, Resource Book 1 (pages 42 and 47).
Animals, animals, brown and green. ● Watch the DVD clip ‘Please, Mr Crocodile’ from The playroom
Come on, children, sing along, section of the Interactive DVD. Then play the game with
Sing and move to the animal song. your pupils. See page 35 of the Teacher’s Booklet for the
Interactive DVD.
Let’s all do the hippo show,
Let’s all do the hippo show,
Let’s all do the hippo show,
Ending the lesson
Move your hands and feet. ● Sing the song from the beginning of the lesson.

Let’s all do the elephant dance,

Let’s all do the elephant dance,
Let’s all do the elephant dance,
Move your arms and legs.

T51
OBJECTIVES: By the end of the lesson, pupils will ● Say Open your Activity Books at page 52, please. Say Listen and
have practised the sound /ɪ/ and had more practice write ‘a’, ‘e’ or ‘i’. Again, use the letter sounds, not their names.
with describing animals and their body parts. ● Play the example on the CD and point to the letter ‘e’ in leg.
Play the rest of the CD. Pupils write the missing letter each
● TARGET LANGUAGE time. Pupils check answers in pairs.
● Play the CD again. Check answers as a class.
Key language: the phoneme /ɪ/ as in big, fish, six
Revision: Have they got … ? My favourite wild animals are … , Key: 2 i, 3 a, 4 i, 5 i, 6 e, 7 i, 8 a
They’re … , They’ve got …
CD 3, 13
● MATERIALS REQUIRED 1. leg
Colour, pet and wild animal flashcards (20–26, 41–44, 47–52, 2. fish
59–65) 3. black
A selection of flashcards, e.g. train (40), horse (50), mouse (51), 4. big
cat (47) 5. hippo
6. pen
Extra activity 2: dominoes from Photocopiable 7 (see page
7. sister
T103), in envelopes from the previous lesson
8. hand
Optional: Kid’s Box Teacher’s Resource Book 1 Unit 7 Extension
worksheet 1 (page 45) AB52. ACTIVITY 9. Draw and write.
● Focus pupils on the second activity on Activity Book page 52.
Show or draw a picture of your favourite wild animal (from
Warmer the animals pupils know). Say, e.g. My favourite wild animals
are zebras. Then say two or more sentences about them,
● Show each flashcard and elicit the word. Put the flashcards
e.g. They’re big. They’re black and white. They’ve got small ears.
with the sound /ɪ/ in one group. Say Today’s sound is … Let the
They’ve got four legs.
class complete by saying i (the sound, not the letter name).
● Say Draw your favourite animal. Write sentences. Pupils draw
PB52. ACTIVITY 9. Monty’s phonics. and write individually. Monitor and help those who are having
● Say Open your Pupil’s Books at page 52, please. Point to the difficulty. Pupils work in small groups to share their pictures
pictures of the fish and the big box and say Fish, Big. Pupils and read their sentences to their friends.
practise saying the words and the sound /ɪ/.
● Point to the larger picture and say Look! Six big fish. Say Now Optional activity
listen to Monty, point and repeat. ● Unit 7 Extension worksheet 1 from Teacher’s Resource Book 1
● Play the CD. Pupils listen and repeat the sound and the (pages 42 and 45).
words, using the same tone and speed as Monty.
● Pupils work in pairs and practise saying Six big fish as a tongue Extra activities: see page T115 (if time)
twister.

CD 3, 12 Ending the lesson

● Teach and then do this chant with pupils. Display relevant
MONTY: Hi, I’m Monty! Repeat after me!
flashcards (picture side) on the board to help them with the
/ɪ/ /ɪ/ fish
words.
/ɪ/ /ɪ/ big
Give me a /t/
Six big fish.
(Point to, e.g. the train.) Pupils respond Train.
Six big fish.
Give me a /h/
Six big fish!
(Point to, e.g. the horse.) Pupils respond Horse.
PB52. ACTIVITY 10. Play the game. Ask and answer. Give me a /m/
● Demonstrate the activity. A pupil thinks of an animal. Ask (Point to, e.g. the mouse.) Pupils respond Mouse.
questions about it, e.g. Have they got long noses? Other pupils Give me a /k/
can ask questions. The first to guess thinks of an animal and (Point to, e.g. the cat.) Pupils respond Cat.
play continues. Repeat. ● Repeat, with different flashcards for the sounds. Do the chant
● Pupils then play in pairs using the boxes on the page to help quietly, loudly, varying from loud to soft, etc.
them.
AB52. ACTIVITY 8. Listen and write ‘a’, ‘e’ or ‘i’.
● Write the number 10 on the board in figures. Write the word
ten with the vowel missing below (as in AB page 52 Activity
8): t _ n. Point and say Ten: a, e or i? (say the letter sounds, not
their names). Make the shape of the letter ‘a’ in the air as you
say a, the shape of the letter ‘e’ as you say e and the shape
of ‘i’ (with the dot above it) as you say i. Elicit the answer (e).
Write the letter e on the board to complete the word below
the number.

T52
OBJECTIVES: By the end of the lesson, pupils will MASKMAN :I’m here, Marie. I’ve got the snakes. Snakes have got
have listened to a story and reviewed language from two long teeth, but I’ve got two big arms.
the unit. MARIE: Ooohhh, Maskman, thank you. You’re a superhero!

TREVOR: Help! Help! Maskman! Look at these crocodiles.

● TARGET LANGUAGE They’ve got big mouths … and they’ve got a lot of teeth.
Key language: language from the unit
MASKMAN : I’m here, Trevor. I’ve got the crocodiles. Crocodiles
Additional language: hero, help
Revision: language from the unit have got big mouths and a lot of teeth, but I’ve got long legs
and big hands.
TREVOR: Ooohhh, Maskman, thank you. You’re a superhero!
● MATERIALS REQUIRED
Wild animal flashcards (59–65) MASKMAN : Help! Help! Look at these elephants! They’re very big
Extra activity 1: a simple drawing of a ‘sniger’ (a combination … and they’ve got very big feet.
of a snake and a tiger), e.g. long tail, snake body, stripy, no MASKMAN , MARIE AND TREVOR: Aaagghh!
ears, four short legs, big teeth MONTY: I’m here, Maskman! Elephants are very big and they’ve
Extra activity 2: pet flashcards (47–52) got very big feet, but I’m a mouse … and I’m very small.
Optional: Kid’s Box Teacher’s Resource Book 1 Unit 7 Extension MASKMAN , MARIE , TREVOR: Thank you, Monty. You’re a small
worksheet 2 (page 46) and/or animated version of the Unit 7 mouse, but you’re a big hero.
story from Kid’s Box Interactive DVD 1 (Suzy’s room section)
PB53. ACTIVITY 12. Act out the story.
● Make groups of four. Play the CD. Pupils act out the story
along with the CD. Pupils practise their role plays, using the
Warmer pictures in the book to help. More confident pupils act out
● Review animals from the unit by doing a version of the chant parts of the story to the class.
from the end of the previous lesson, but use the wild animals.
Start softly and get louder and louder for each animal. Make AB53. MY PICTURE DICTIONARY.
sure you say the sound, e.g. /t/ and not the letter. ● Say Open your Activity Books at page 53, please. Look at the
Give me a /t/ picture dictionary. Pupils prepare the stickers. Say the words
(Point to the tiger.) Pupils respond Tiger. in turn. Pupils point to the correct sticker and to the word in
Give me a /h/ their books. Pupils stick the stickers in the correct place. If
(Point to the hippo.) Pupils respond Hippo. appropriate, pupils trace around the word under the picture.
Give me a /k/ AB53. MY STAR CARD.
(Point to the crocodile.) Pupil respond Crocodile.
● Say Can you say these words? Use flashcards to elicit the words
Give me a /s/
in turn. Pupils say them in chorus. Ask pupils to repeat if
(Point to the snake.) Pupils respond Snake.
necessary. Where pupils don’t all say a word correctly, elicit
the word from another pupil who can and then ask the first
Story pupil to repeat.
PB53. ACTIVITY 11. Listen to the story. ● Pupils work in pairs. They take turns to point to a picture in
● Say Open your Pupil’s Books at page 53, please. Say Listen and their books and to say the word.
look. How many animals? How many legs have they got? Play the ● Say Colour the stars. Check pupils remember what to do with
CD. Pupils listen and look. They check in pairs. Check with the other words and stars. Pupils choose colours to colour
the class (three animals – snakes, crocodiles, elephants; no their stars.
legs, four legs, four legs).
● Play the CD again. Pupils listen and repeat. Encourage them Extra activities: see page T115 (if time)
to say it with intonation and feeling, especially the sounds,
e.g. Ooohhh! Aaagghh! Optional activities
● Check comprehension by pointing to each picture in turn and ● Unit 7 Extension worksheet 2 from Teacher’s Resource Book 1
asking, e.g. Who’s this? (Marie). Is she happy? (No. There are
(pages 42 and 46).
snakes.). ● The animated version of the Unit 7 story from Kid’s Box
● Check pupils understand Hero and Superhero. Elicit their
Interactive DVD 1 (Suzy’s room section). See pages 41–45 of the
superheroes, e.g. Superman, Spiderman, Batman, Cat
Teacher’s Booklet for the Interactive DVD.
Woman.

CD 3, 14 Ending the lesson

Toys in the toy box, ● Ask pupils which chant/song/game they’d like to do again from
Come alive. the unit. Do it together to end the lesson.
Walk and talk,
On the count of five.
One, two, three, four, five.
MONTY: Animals animals, big and small. Animals animals, short
and tall.
MARIE: Help! Help, Maskman! Look at these snakes. They’re long
and ugly and they’ve got two long teeth.

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